Munchkin Sports Bickley Park School Holiday Camp

Camp

Unique reference number (URN): 2813215 Address: Bickley Park School, 24 Page Heath Lane, Bromley, BR1 2DS Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2024 Registers: EYR, CCR, VCR Registered person: Munchkinsports Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children are remarkably well behaved. Leaders have established a positive environment where children respond well to high expectations and well-established routines. Leaders and coaches implement and remind children of the club's rules in fun, calm and respectful ways. For example, coaches say a rule number, and children explain what the rule means and why it is important. This ensures children, including those with special educational needs and/or disabilities, understand boundaries and are consistently clear about what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children show genuine care and kindness towards each other. They happily share resources and play cooperatively. During rugby sessions, they work in teams and display excellent sportsmanship. Children cheer for each other and celebrate when their friends win. Coaches sit with children and use thoughtful interactions to encourage them to problem solve, take turns and consider how others might feel. As a result, children develop positive relationships with coaches and friends and show increasing confidence in managing their feelings.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded robust systems to manage children's attendance, including accurate record keeping. They share expectations with parents regarding attendance and punctuality and follow up any absences promptly.

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Children's welfare and wellbeing Strong standard

Leadership of children's welfare and wellbeing is highly effective. Leaders ensure detailed personal information about children is obtained, so that coaches have comprehensive knowledge of their individual needs and circumstances to keep them safe. For example, information about any allergies, dietary needs or medication is gathered and shared appropriately. Extremely robust food safety procedures have been implemented at the club. Coaches sit with children when they eat and check every child's lunch box. This ensures that children's food is safe, well-balanced and that they have enough to eat. Leaders engage with parents by providing information on healthy lunch choices and portion sizes. Leaders implement sensitive strategies to support disadvantaged children who may not have enough food to eat, including accessing additional funding. This further supports children to feel included and promotes their overall wellbeing.

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Children's welfare and wellbeing Strong standard

Children are developing a firm understanding of long-lasting healthy habits. They choose to eat their fruit first before other snacks and have an excellent awareness of portion control. Coaches actively discuss with children the benefits of the food they eat and the impact of healthy lifestyles. They have a secure understanding of dental health and explain why too much sugary food can be bad for their teeth and bodies.

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Children's welfare and wellbeing Strong standard

Children demonstrate independence as they take care of their own hygiene and personal needs. They drink water regularly, take rests between sport activities and explain how their bodies are feeling. Coaches implement adaptations to support children with special educational needs and/or disabilities (SEND). They provide calm areas where children can regulate their emotions and coaches know children's individual needs well. As a result, children with SEND are emotionally secure and ready to learn.

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Inclusion Strong standard

Leaders ensure there is a highly inclusive culture and set high expectations for inclusion at the club. Every child is valued, respected and encouraged to participate fully in activities. Leaders ensure parents and carers can share sensitive details about their children during club registration. This helps them identify children with special educational needs and/or disabilities (SEND) or other barriers to learning at an early stage and put swift support in place.

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Inclusion Strong standard

Leaders work closely with parents to ensure children with SEND receive the same targeted support at the club as they receive elsewhere in their education. This includes implementing strategies and making adaptations which are reviewed regularly. This ensures children can participate fully and integrate into the club seamlessly. Leaders ensure coaches receive relevant training to deepen their knowledge. This helps them recognise when a child may need additional support and implement appropriate strategies.

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Inclusion Strong standard

Leaders demonstrate a passionate commitment to providing an inclusive environment. They work closely with local authority professionals to apply for additional funding. This supports children who may require additional adult support to attend safely. This inclusive practice ensures that children with SEND receive consistent support and the same enriching experiences as their peers, which enables them to thrive at the club.

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Leadership and governance Strong standard

Leaders are strategic and have a highly inclusive approach to improving outcomes for all children at the club. They maintain their own professional standards by keeping their knowledge and practice up-to-date. This further supports their commitment to ensuring the best possible outcomes for all children. Leaders maintain excellent links with local authority professionals and the host school. This means that swift support and additional funding can be put in place to support children with any identified needs.

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Leadership and governance Strong standard

Leaders carry out regular monitoring and ensure coaches receive individualised support and training. Induction and safer recruitment procedures are robust and coaches receive ongoing opportunities for professional development. Leaders champion wellbeing and recognise and celebrate each coach's achievements. Coaches share their ideas for improvement, and leaders regularly review these and collaborate with them to implement change. This supports coaches to feel valued and well supported within their roles.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. They receive excellent communication and support from leaders. Parents particularly appreciate the warm and welcoming approach of coaches and the relationships they have built with children.

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Leadership and governance Strong standard

Leaders demonstrate a passionate commitment to supporting the wider community through their charitable work. This includes providing free sports sessions to children from schools in disadvantaged areas, helping to reduce barriers to participation and promote access to enriching experiences.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive happy and settle quickly into the club. They put their belongings away and confidently tell coaches their names. Children are eager to join the activities on offer, such as construction toys and small-world play. Coaches build on children's knowledge during calming, focused activities. For example, children name and sound out letters in the environment as they build alphabet puzzles. During engaging story times, coaches read with enthusiasm, and children show genuine excitement as they share their personal stories linked to books. Children with special educational needs and/or disabilities are equally valued and enjoy positive experiences at the club.

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What it's like to be a child at this setting

Children benefit from warm relationships with coaches. They confidently seek them out if they need support and feel safe to share ideas and experiences. Coaches are highly responsive and attentive to children and challenge their thinking using open-ended questions. Friendships are quickly built at the club. Children immediately recognise familiar faces and greet new children with enthusiasm. They show kindness and empathy towards each other, and this is modelled superbly by coaches, who consistently offer encouragement and sensitive support.

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What it's like to be a child at this setting

Children demonstrate high levels of independence. They manage hygiene tasks with ease and put on sports bibs, ready for games. Children's opinions are valued and they make decisions about how they spend their day. For example, they vote on activities they want to do. The club encourages children to be active and energetic through a wide range of sports each day. These activities provide plenty of exercise and fresh air, which also contributes to children's overall health and wellbeing.

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Address:

Bickley Park School 24 Page Heath Lane Bromley BR1 2DS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should continue the club's successful inclusive work for children who need additional support, so practice is transformational.

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About this inspection

The inspector spoke with leaders and coaches during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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